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74 Cards in this Set
- Front
- Back
What does it take within a child to learn language?
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-neurological integrity
-ability to participate in social interactions -recognize power of comm. -physical abilities |
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What is meant by neurological integrity?
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-memory and sorting ability (cognitive skills)
-intact linguistic centers and connections |
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What does it take within the environment to learn language?
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-consistent, responsive, positive caregivers
-consistent social opportunities opportunities to explore things, places and people -exposure to many different types of experiences |
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What is MLU?
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Mean length utterence
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Why does a child learn language?
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Power!!!
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How do children communicate before language?
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-pointing, pushing, pulling, showing, babbling, grunting, crying, expressions, laughing, smiling, calming down, silence
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What is a "language disorder"?
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A delay in development, or loss of, any or all aspects of language
(delay or loss is significant!) |
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Why is language an amazing phenomenon?
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-is very old
-is complex -is redundant -is contextual -has many rules -it is creative |
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What is communication?
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=transmission of thoughts in a context(includes at least 2 people)
-can include lang. but doesn't have to -can be done unintentionally -can use gestures -always comes before language -intentional behavior always comes before language(ability to manipulate) -communication serves many different purposes |
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What is Speech?
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=the articulation of speech sounds (bringing together oral structures to produce sound)
- any oral sound (gurgling, grunting, etc) |
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What is Language?
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= "a code whereby ideas about the world are represented through a conventional system of arbitrary signals for the purpose of communication" Bloom & Lahey
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What are the 5 elements that language must have?
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-it is conventional (shared agreement amoung people)
-it has permisable ways to combine sounds, words, etc (system of rules) -it has arbitrary signals (code) -it has meaning (semantics) -it is used for communication |
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According to Roger Brown, true language always has ....
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1. productivity (can re-create words)
2. Semanticity (lang. represents ideas, objects, actions) 3. Displacement (can talk about things not present) |
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Language Development Studies Prior to 1957:
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-focus on normative data (data from diaries, people with strokes, WWII veterans, Roger Brown studies)
-only studied children who talked -static notion of lang. development (just taking snap shots, no sequence) -were comparing child lang. to adult lang. (thought child's full of errors) |
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Lang. Development 1957 to late 60's:
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-more dynamic view of language development
-two major theories emerged -Behaviorist Theory -Nativist Theory: Psycholinguistic-Syntactic Model |
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What is the Behaviorsit Theory?
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-Skinner
-Tabula rasa (blank slate) -lang. learned through imitation and reinforcment from environment -at first no innate predisposition -child is a passive learner(must wait for stimuli) -emphasis on product not process (talk only about what's heard not thoughts) -stimulus -response -reinforcement |
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What is the Nativist Theory: Psycholinguistic-Syntactic Model?
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-Noam Chomsky
-lang. is not learned via imitation -there is an innate predisposition= LAD -lang. is learned through rule induction -Child is an active learner (little scientist) -both product and process considered |
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What are some other theoretical trends from 1957 to late 60's?
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-comprehension vs. production debates (comp. comes before production)
-sociolinguistics begins to emerge (societal effects on language, look at bilingual children) -neurolinguistics really boomed (looked at connection between brain growth and lang. growth) -auditory processing |
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Lang. Development during 1970's:
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-Psycholinguistic-semantic/cognitive model
-Bloom & Brown -meanings of words and sentences studied -Piaget's work re-examined, especially in relation to interest in prelinguistic development -relationship between cognition and language debated |
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Lang. Development during 1980's-early 1990's
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-Pragmatic Revolution: Sociolinguistic Model
-learn to say the right thing at the right time |
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What is the Pragmatic Resolution : Sociolinguistic Model?
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-the effect of context on syntax and semantics was studied
- data from conversational observation, children's storytelling scripts, dialects & cultural observations, talk shows, etc -narrative development (telling what happened over the weekend) -fast-mapping (hypothesize meaning for new words) -parent-child interactions -development of nonliteral language -multicultural focus |
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Lang. Development from late 1990's to present:
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-focus on specific etiologies (down syndrome, autism, etc) and how they exemplify the "givens" of lang. and cognition
-discussion of lang. development as an instinct (Pinker) -focus on genetics (phenotype for language impairments) |
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What did James & Lee McClean focus on regarding language?
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-emphasis on pragmatics!
-a circle with pragmatics (use) being the whole thing and two smaller overlapping circles inside labeled content and form |
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What is Content?
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=Semantics
=knowledge for language purposes (kids talk about what they know) -2 aspects: -referential knowledge -relational knowledge |
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What is Referential knowledge?
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- mental dictionary
- your "references" -concrete: -"kick" |
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What is Relational Knowledge?
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-tie words together
-associations between words -abstract: -"kick the bucket" |
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What are some "universals" that all languages have?
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-who (agent)
-what -where -who or what received the action -existence/disappearance -reappearance -recurrence |
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What is Form?
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= conventional signal systems
-3 systems within form: -Phonology -Morphology -Syntax |
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What is Phonology?
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=system of meaningful sounds or phonemes
-3 distinctive features of phonems: -manner: plosives vs. fricatives -place: where sound is made -voicing: whether or not vocal cords vibrate -allophone |
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What is an Allophone?
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=nonmeaningful difference in pronounciation
-pan vs. nap-(p)diff. manner -crack vs. track-(r) diff. placing of tongue |
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What is Morphology?
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=the study of meaningful word roots and additions to words (prefixes, suffixes)
-morpheme= smallest unit of lang. that is grammatical and meaningful -free or bound |
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What is Syntax?
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=rules by which morphemes are combined into larger meaningful units
-influenced by: -word order rules -meaning -speaker's intended purpose |
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What is Language Use?
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=Pragmatics: "Being able to say the right thing at the right time"
-Prutting |
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What are the Aspects of Pragmatics?
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1.Specific Functions - request, protest, comment, give info., get info.
2.Intentionality- did speaker plan this? 3.Adjusting to Contexts- situation, who talking with, linguistic event (what has just been said) 4.Conversational Competence= ability to do openings, closings, maintaining, shifting topic, repairing breakdowns, politeness |
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What Structures and Processes are involved for Language production?
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-Phonation
-Modulation |
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What is Phonation?
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-Consists of:
-Larynx -biological function (experience when you choke, it protects lungs) -overlaid function (speech -Vocal folds a. males= 135 Hz b. females= 245 Hz |
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What is Modulation?
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-Consists of:
-Resonation a.Pharynx b. nasal, oral cavities -size, shape and hardness determine quality -Articulation a. soft palate (velum) b. tongue, teeth, lips |
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What is the Epiglottis?
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-structure in throat that also protects the lungs
-flops over the air way |
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How is Neurology important to Content and Use?
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-Processing
-Sorting -Memory -Metalinguistic (ability to think about language) |
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How is Neurology important to Form?
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-input
-output |
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Evidence for critical period in language development:
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-Genie (discovered at age 13)
-Chelsea (not realized she was deaf until age 31) -Isabelle (age 6.5 escaped from isolation) -the older you are the more difficult it is to recover language and syntax is harder to learn -Children who are bilingual prior to 2 years of age will not have an accent in either language |
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What is the relationship between Cognition and Language?
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-Lang. conveys ideas
-ideas= knowledge -lang. is a code -code= symbol + meaning * lang. is a correlation with cognition |
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Cognition has symbolic functions evident in:
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1. Mental Imagery
2. Deferred Imitation (hold off on imitating until later) 3. Drawing (representing something in mind) 4. Language (does not always involve cognition) |
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Theorists agree_________, disagree__________________.
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A= there is a relationship between lang. and cognition
D= on the nature of the relationship |
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Models"
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-Strong Cognition Hypothesis
-Interactionist Cognitive Hypothesis -Weak Cognition Hypothesis |
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What is the Strong Cognition Hypothesis?
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-Piaget, MacNamara
-in this model cognition is necessary, but does not address if sufficient -language is a subsystem -emergence of lang. depends on cognitive skills *lang. cannot exceed cognition |
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What is the Interactionist Cognitive Hypothesis?
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-Vygotsky, Kuczaj, Bowerman
-lang. and cognition are bi-directional (they influence each other) -either could outpace the other -cog. necessary but not sufficient |
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What is the Weak Cognition Hypothesis?
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-Rice
-cognition is necessary but not sufficient -cog. provides initial skills, but some areas do not overlap -cog. and lang. are highly related, but may develop at different rates |
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What is Piaget's Stage Model?
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=for knowledge acquisition, structure, and retention
-call this process ADAPTATION -consists of: -Assimilation -Accomidation |
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Assimilation=
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take in new info that already fits into existing category (with what we already know)
-kid calls a cow "doggie" |
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Accomidation=
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reorganizing or drastically modifying your categories to add new knowledge
-may create a new category |
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If have too much assimilation you end up with ________, if have too much accomidation end up with___________.
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- too big of categories
- too small of categories |
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Adaptation Starts With:
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- Reflexive Actions
-creates residual memory, (more they do it, the more they will remember) -"Thinking" =sensorimotor experiences "Thought has its roots in action -must have a solid base of sensorimotor experiences to build knowledge upon -kids talk about what they know |
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Bruner, Kaplan, Vygotsky, and Fischer:
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-agree with Piaget about Adaptation, but
-disagree about role of the environment |
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Role of the environment:
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-rate(of acquiring skill)
-presence (of skill) -proficiency (demonstrate skill) |
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Vygotsky's "Zone of Proximal development":
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-a graph with skill level on the y-axis
-environment on the x-axis -with mom, with teacher, alone, with stranger -clear communication represented with an x and curves from high to low from with mom to with stranger |
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What is Grice's Cooperative Principle?
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"One should contribute to the conversation where and as required, and adhere to the purpose or direction of conversation"
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What are Grice's Conversational Maxims?
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=absolute rules:
1. Maxim of Quantity 2. Maxim of Quality 3. Maxim of Relation 4. Maxim of Manner |
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What is Maxim of Quantity?
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-not too much, not too little
-as informative as required |
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What is Maxim of Quality?
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-state only what is true
-do not say what you believe to be false -do not say that for which you lack evidence |
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What is Maxim of Relation?
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-make your contribution relevent (related, pertient) to the aims of the ongoing conversation
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What is Maxim of Manner?
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-be clear
-avoid obscurity of expression, ambiguity and wordiness (excessive verbosity) -be organized and specific |
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What are licenses?
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-they allow us to violate the maxims
-they can be granted by ourselves or by others -if a maxim is violated, and no license has been given, a breakdown is likely |
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The three basic brain functions are:
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- regulation
- processing - formulation |
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The cerebrum:
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- is divided into two halves: the right and left hemispheres
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The motor cortex controls?
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-motor movements
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the temporal lobe controls?
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- auditory processing
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The right hemisphere specializes in:
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-comprehension
-visuspatial aspects (face recognition, depth, etc) -metaphorical language -semantics |
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The left hemisphere specializes in:
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- language (oral, visual, written)
-arithmetic - logical reasoning - control of speech and non-speech oral movements |
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Differences in oral mechanisms between adult and infant:
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for infant:
larynx smaller tongue takes up most of space nasal cavity smaller * differences in sounds because of physical differences |
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What are the two purposes of the vocal folds?
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- vibrate to produce sound
- close airway when swallowing to protect windpipes |
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What does cephalocaudal refer to?
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-motor development occurs from the top of the body to the bottom
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What is the difference between the inclass definition of language and the one in the book?
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- class says "purpose is communication"
- book says "rule-governed combination" |
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Are figurative language and nonliteral language exactly the same?
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-similiar but no
- fig. lang= idioms, metaphors, similes, etc - fig. lang. develops later on (age 12) - nonliteral included in Sociolinguistic theory |